How to carry out small topic inquiry teaching in classroom teaching and after school

1. The status quo of ideological morality teaching

1.1 The disadvantages of traditional classroom teaching still exist.

In the past teaching, the teacher to teach as the center, ignoring the student's main position, classroom teaching in general, "one word", "full of irrigation" and rote learning phenomenon, heavy teacher teaching, light student exploration and innovation, heavy knowledge transfer, ignoring the character and moral integrity of the students. The teaching of knowledge, ignoring the cultivation of moral character and ability, heavy book content, light on the life of students, students confined to books, school ...... Civics education lack of vivid vitality, boring sermons endless. In this way, students in the classroom often play the role of the audience, the results seriously frustrated the enthusiasm of students to learn, but also make students lose interest in learning, students seriously lack of subjective consciousness and the main spirit, lack of creativity, independence, self-confidence and the ability to cooperate and interact with each other, hands-on ability and so on. This status quo is extremely unsuitable with the current requirements of quality education, and at the same time, it is more difficult to meet the future economic and social development in the 21st century on the subjectivity, creative talent requirements. These facts can not help but show that our traditional classroom education has many shortcomings.

1.2 The quality of teachers is still uneven.

The new curriculum has been in full swing, but teachers face the new curriculum, the concept of teaching has not been fully transformed. The relevant departments of the classroom teachers have also carried out relevant training, but due to the short period of time, coupled with the differences in the degree of subjective efforts of individual teachers, the effect of their training is not the same. If teachers' teaching concepts are not renewed, it is easy to cause the situation of "wearing new shoes and walking on the same old path". Currently in the city as the ideological teaching teachers, not all full-time teachers, there are individual schools due to the lack of ideological teachers, the lack of full-time teachers, teachers of other professions as the teaching of the subject is not uncommon, which is more likely to make the ideological teaching at a great disadvantage. A book, a chalk, everyone will be on the ideological character class of the era has passed, the implementation of the new curriculum is undoubtedly on the quality of the majority of teachers put forward higher requirements.

1.3 The importance of the subject is not yet satisfactory.

To a certain extent, the importance of ideology and moral character class compared with the language, mathematics, English, science and other courses, can be said to be a disadvantaged subject, teaching ideology and moral character class teachers in the school also seems to be inferior, although it is said that, as a teacher, a good class is the job, is a natural and natural thing, and can even say that, since we chose this profession, regardless of the attitude of others, we should try to complete the teaching work. It can even be said that since we have chosen this profession, no matter what the attitudes of other people are, we should try our best to complete our teaching work. However, in reality, this kind of discrimination suffered by us will, to a certain extent, have a negative impact, making some teachers demoralized, their enterprising spirit declining, and individual teachers even have the negative idea of getting by. Imagine, if you hold such a mentality, the effect of the teacher's lessons will be how, it can be imagined.

1.4The singularity of teaching evaluation has resulted in the simplification of teaching.

Past ideological teaching, teaching evaluation tools mainly centered on student test scores, the results of light process, "a test for life", brought about by the students' learning style around "how to test, how to learn", and for teachers, it is "what to test, how to learn". The teacher is "what to test, what to teach", so the teaching of scratching and memorizing has become a unique landscape of ideological character class. This way of evaluation, the disadvantage may be a poor moral quality of the students, but in the examination but achieved good results, resulting in the ideological and humanistic ideology of moral character by the impact of the test education fragmented.

Therefore, the teaching of ideology and moral character class has come to a time when it is necessary to change, how to do a good ideology and moral character class, to help students realize the meaning of life, the formation of a correct world view, outlook on life, values, learning to be responsible citizens, living a meaningful life, can not help but cause the majority of teachers of ideology and moral character class deep thinking. The fundamental purpose of the implementation of ideology and moral classroom activity teaching is to try to transform the existing knowledge-based, teacher-centered and impartation, indoctrination as the main feature of the classroom teaching model, so that the teaching process is really based on students' independent activities, active exploration, and to promote the overall development of the spirit of the subject, practical ability and multi-faceted quality of the students through the students' comprehensive and diversified subjective practical activities. At the same time, the realization of the traditional classroom teaching process of fundamental changes to ensure that the role of the student body to give full play to stimulate students' interest in learning, improve the effectiveness of teaching and learning, so that the ideological teaching vitality of life.

2. Strategies for the use of inquiry in the classroom

2.1 Transform the concept of education and build a relaxed learning atmosphere.

The new curriculum reform advocates people-oriented education, which requires teachers to change the concept of education, classroom teaching must focus on students learn to develop, learn to create education, this education must be the development of individuality, to build an independent personality, advocate the problem as a link to education. The establishment of democratic and harmonious teacher-student relationship is the key element to realize the purpose of teaching. Teachers, as an organizer, counselor, guide, and facilitator, should maintain the necessary authority, but also treat students with a partnership attitude. It is important to learn to listen, communicate, respect, and learn to learn from students. The new curriculum reform requires that in classroom teaching, teachers should have a democratic attitude, to break the teacher is the master, is the authority, to break the teacher gabbing students passive learning mindset; to realize that teaching is a teacher-student *** with the participation of the development of the mind, the activities, the student should always be at the center of the position. Teachers as a service to students, are to students to obtain the development of the needs of the transfer, to create conditions for students to be able to vivid, lively, active participation in teaching activities. Students are the master of the classroom, the classroom is the stage of the students, the teacher only plays a role in how to guide the students on the stage how to perform better.

2.1.1 do students explore the activities of the guide.

Inquiry-based learning often begins with the presentation of a puzzling event. In the classroom, teachers need to create an atmosphere that encourages students to ask questions and speak up, so that they are bold enough to interpret the material, make assumptions, challenge the evidence, or criticize each other's research ideas. Teachers should listen patiently and be keen to catch students' flashes of brilliance. Teachers can make guided interventions when discussions get bogged down or slip in the wrong direction. Scientific inquiry relies on questions to keep moving forward. Teachers need to be systematically and progressively oriented to the essential questions, so that the discussion focuses on a few key points.

2.1.2 Be a supporter of students' inquiry activities.

Inquiry-based classroom learning is a cooperative inquiry in which all students actively participate. Collaborative inquiry enriches students' minds, helps them develop a spirit of cooperation and mutual respect, and enables them to understand and accept different interpretations. Teachers participate in students' discussions as equals, giving students more freedom and tolerance, and at the same time they cultivate good habits of respecting others, abiding by rules, and learning to behave and conduct themselves in the world. A flexible facilitator with a high degree of skill in the process of inquiry will establish a supportive environment and platform for a congenial and harmonious atmosphere of inquiry, teach students the skills of listening and asking questions, and thinking y about what others say before offering their own insights. Make opportunities for students to speak as balanced as possible. Both to avoid some students with great enthusiasm and lack of interpersonal sensitivity, gushing to impede the speech of others; but also to avoid the phenomenon of some students in a few words, nothing clear; so that the student discussion to maintain a balance.

2.2 Reasonable creation of situations to stimulate interest in learning.

Inquiry-based learning requires a puzzling event as the beginning, arousing students' curiosity, so that they do not realize the gradual emergence of interest in learning, which naturally enters the classroom theme. This is actually a method of introduction, but different from the traditional method of introduction, the traditional method of introduction is only the teacher to instill in the students the subject of the class, the students are in the position of passive receivers, and inquiry-based teaching to create a scenario, not only but the introduction, but to guide the wonderful, and can make the students to actively explore the answer.

Creating, can stimulate students' interest, stimulate the desire to explore. Situation whether clever and appropriate, is to attract the attention of students, mobilize the enthusiasm of students to learn, provoke the desire of students to explore the key. Therefore, teachers should attach great importance to through pictures, cartoons, songs, stories, video materials, time data and other forms of creating teaching situations, stimulate students' interest, so that students are eager to try to arouse the students' desire to explore, paving the way for students to enter the exploration.

Taking the second unit of Learning to Interact World Wide as an example, the textbook provides a story guide "Meng Jie and its partners" about a foreign interaction activities, the teacher and then let the students browse through the students can put forward some questions to the students, such as: what are the small embarrassments in this story? Why did these little embarrassments occur? Let the students discuss and share with their knowledge outside the classroom. After affirming the students' answers, the teacher enters the theme of the lesson: perfecting oneself in interaction. Further questions: the main task of secondary school students is to study, should they socialize, and will socializing affect their studies? --This question is very close to the students, can let the students speak freely, so that the students feel that this is not an empty sermon, but with their own closely related to things, so as to stimulate the enthusiasm for learning.

Again, in the study of "the characteristics of China's population problem, the status quo", the teacher can create a problematic situation, put forward the reasons for the existence of China's population problem, the solution to the population problem is not only from the quantitative considerations, the population problem is essentially not a quantitative problem. These questions are the contradictions and difficulties in exploring the methods of solving the population problem, and directly point to the inquiry process, path and method. Each question serves as a driving force to continue the inquiry, triggering students to think, generating doubts, and enabling them to establish some kind of connection between their own statements and the views of the students who have spoken before them. A lively discussion inevitably shows sensible differences, opposing views and interpretations. The teacher's task is to develop the spirit of inquiry and the ability to think differently by emphasizing the process of inquiry and guiding students to respond to it, trying to lead them to formulate hypotheses and develop ideas. Students willingly endure the confusion of doubt and go to great lengths to investigate; through induction, deduction, inference and other methods of synthesis and analysis, they understand from the surface to the inside, removing the false and reserving the true. With the gradual unfolding of the problem, they are getting closer and closer to the frontier of knowledge. In the process of inquiry, not only cultivate the systematic, rigorous and profound thinking of students, but also teachers to give students more freedom and tolerance, stirring up the passion for innovation and success of the students' joy, the students' desire for expression has been greatly satisfied.

2.3 Seize the practice and unify knowledge and behavior.

To make the curriculum full of inquiry, it must be closely linked to practice. The practicality of classroom teaching does not only refer to the traditional understanding of the need to enhance students' practical activities, the implementation of the combination of theory and practice, but also includes such two meanings: one is to make students in the classroom teaching activities have enough dynamic activities, so as to become the main body of teaching and learning activities; the second is the careful design and specific implementation of teaching and learning activities, so that students, through a variety of activities and sufficient time for activities, can achieve both understanding, cognition, Exploration and creation, but also be able to get experience, communication and performance. For example, in this lesson, the textbook has designed some practical projects, what help they have given to others, what help others have given to themselves, etc., so that students in the classroom to find personal strengths and weaknesses in the interaction, and so that they have the initial perception of further improvement of their own. In order to achieve a higher level of knowledge and behavioral unity, teachers and students **** with how to explore the content of the application of life, only then, the purpose of ideological teaching, really achieved.

Let the students go to the podium and perform skits and speeches. Let out of the podium to let out a piece of the sky for students to think about the problem; let out of the podium to let out of the stage for students to show their talents; let out of the podium to liberate the students' hands, mouth, brain, so that students in the classroom teaching really move up. Students on the podium, its initiative, enthusiasm and other internal energy can be fully released, so that the student's main position is truly reflected. At the end of the classroom and designed the "people on the road" game. The knowledge learned in the interaction with classmates, have more vivid experience and cognition, thus strengthening the teaching effect.

3. Pay attention to summarize and deepen the understanding

Teachers should pay attention to summarize and emphasize in teaching, sing the main theme of the humanistic spirit, so that the students in the teaching to improve their ideological understanding, to enhance the spiritual realm, to set up a scientific view of the world, outlook on life, values, to grasp the truth, goodness, and beauty of the scale, the formation of a good character, psychology, correct learning, attitude towards life, and thus full of passion to study The students will be able to learn, live, and face the society and life with passion.

3.1 To pay attention to the selection of the content of inquiry. In junior high school Civics class, not all the content is suitable for inquiry-based teaching. Like concepts, names, facts and other aspects of the declarative knowledge and by the students' cognitive level and learning resources material conditions of the limitations of the content is not suitable for inquiry-based teaching, it is not necessary to use. For example, what is a citizen, what is the law, and the impact of the "Three Represents" on China's political life. Therefore, the implementation of inquiry teaching should be based on the teaching objectives and students' actual selection of appropriate difficulty, can cause interest, operability and value of inquiry content, stimulate students' desire to explore, activate students' inquiry thinking, stimulate students' inquiry activities, in order to achieve the classroom state of inquiry teaching pursued. For example, when teaching "citizens have the duty to safeguard national unity", I chose the angle of "the unification of the motherland and the Taiwan issue", so that students can explore the following aspects: ① How did the Taiwan issue arise? ② What resistance exists to the return of Taiwan to the motherland? Why is the unification of the motherland a general trend? What is the basic policy of our government towards the Taiwan issue? ④ As a teenager, what can you do for the unification of the motherland? This kind of inquiry, the students actively participate, enhance the patriotic consciousness, clear historical responsibility, and successfully complete the teaching objectives. Practice has proved that this kind of inquiry is in line with the teaching objectives, relevant to the actual teaching, with operability and a certain value of inquiry, so as to use the theory to guide the practical activities of students.

The discipline of ideology and morality is different from natural science, and the conclusions of its inquiry issues have policy tendencies. Students will have gaps in their understanding. If the conclusions of the inquiry are more scientific and comprehensive, the teacher can make a simple general summary. If students do not reach the knowledge of truthfulness and incomplete understanding in the concluding questions, teachers should be farsighted and take care to summarize and emphasize. The teacher's emphasis on the conclusions drawn from the inquiry questions is a key stage in the play of his leading role, and his role is crucial. Some teachers neglect this. In addition, teachers should pay attention to sublimating the problem and grasping the key points at a deep level. For example, the summary of China's population problem, tell students: family planning, the basic national policy, it not only emphasizes the control of population size, but also to improve the quality of the population is also placed on a very important position, and then the corresponding moral conviction education for students; population problem is essentially a problem of development, we need to recognize the importance of the population problem from the height of the strategy of sustainable development; the population problem is a world problem. The earth is the home where people *** live together and needs to be protected by all *** together, reflecting the ultimate care for people. These three summaries and sublimations integrate knowledge, understanding and moral conviction as well as emotion, breaking through the boundaries of the box, reflecting the completeness of the teaching of thematic inquiry, and reflecting the teacher's intrinsic grasp of knowledge and its flexible use. The ability to do this clearly reflects the level of a teacher's role play in conducting inquiry-based classroom teaching. Practice has proved that the teacher's summarization and sublimation of the inquiry question not only strengthens the teaching effect, but also the inevitable requirements of inquiry-based teaching in political science class.

3.2 Give full play to the role of the dominant and the main body, and strive for the unity of the dominant and the main body.

In addition to playing the leading role of teachers in inquiry-based teaching, it is also necessary to emphasize the role of the main body of the students to play, mobilize the students' sense of active participation. To see the students are educated, but also the main body of inquiry activities. In the teacher's "lead", through learning, inquiry, to acquire knowledge, the development of intelligence. Such as teaching junior "China is in the primary stage of socialism", I first set up a few investigation questions: ① China's agricultural production, the most widely used tools of production? ② What was China's per capita GNP in 2004? How does it compare with the United States and Japan? ③What is the literacy level of your family members (grandparents, parents, etc.) (Finally, the class summarizes the statistics)? Then ask students to investigate and analyze, and finally write the corresponding countermeasures to their own investigation and analysis. In this way, not only fully mobilize the enthusiasm of students, cultivate the students' sense of participation, subjective consciousness, but also improve the students' creative ability.

3.3 Let the theory and practice combined.

In inquiry-based teaching, the theory and practice are closely linked to keep abreast of the times, guiding students to improve their knowledge of the theory from the understanding and grasp of reality, and on this basis, guiding students to use the correct stance, point of view, method to analyze, explore and solve problems in reality. Such learning is meaningful learning, the theory can live to learn and use, inquiry-based teaching can be revitalized and vitality. For example, teaching the "legal protection of human **** have home", I chose "I and the school environment" this perspective, so that students from four aspects of inquiry: ① What are the environmental problems in the school and its surroundings? What are the hazards of these environmental problems? ③What do you think should be done to solve these environmental problems? ④What practical things can you do to create a beautiful school environment? Through the exploration of these issues, so that students use the book knowledge, good at finding and solving problems in real life, not only stimulate the desire to explore, but also cultivate the students to find problems, problem-solving ability, exercise the students' thinking, and cultivate the ability to innovate.

In short, the use of inquiry-based teaching characteristics, creativity in the textbook of the knowledge of the conclusion into the question of inquiry. Try to return the original face of the process of knowledge development, so that students really appreciate the fun and practicality of learning, so that students are in the problem situation, active participation, discovery and active access to knowledge, in order to obtain the ability to solve problems, in order to maximize the improvement of the quality of students.